The Effect of Screen Time and Positive School Factors in the Pathway to Child and Youth Mental Health Outcomes.
Child development
Child mental health
Longitudinal studies
School
Screen time
Journal
Research on child and adolescent psychopathology
ISSN: 2730-7174
Titre abrégé: Res Child Adolesc Psychopathol
Pays: United States
ID NLM: 101773609
Informations de publication
Date de publication:
10 Oct 2024
10 Oct 2024
Historique:
accepted:
16
09
2024
medline:
11
10
2024
pubmed:
11
10
2024
entrez:
10
10
2024
Statut:
aheadofprint
Résumé
Beyond achievement, educational settings offer informal supports that may be critical for child and youth mental health. However, children's educational environments have experienced significant disruption with the coronavirus pandemic. School settings offer unique opportunities to support children's mental health, but research must identify powerful points of intervention. This study examined school factors (aspirations, perceived competence, sense of belonging, and emotional engagement) as predictors of children's mental health, and the potential consequences of increasing screen time in and outside of school. Participants (N = 707) were parents and their children (6-18 years) from community and clinical settings who completed prospective surveys about children's school experiences and mental health symptoms (November 2020-May 2022). Standardized measures of depression, anxiety, irritability, inattention, and hyperactivity were collected. Structural equation modelling tested longitudinal associations between screen time, school factors, and mental health outcomes. Positive associations between each of the school factors (B = 0.14 [SE = 0.04] to B = 0.43 [SE = 0.04]) suggested they may reinforce one another. Longitudinally, sense of belonging and emotional engagement at school predicted lower severity for symptoms of depression, anxiety, irritability, and inattention (B=-0.14 [SE = 0.07] to B =-0.33 [SE = 0.10]). Greater screen time was associated with lower aspirations and perceived competence (B = - 0.08 [SE = 0.04] to B = - 0.13 [SE = 0.06]). Results suggest that school factors beyond achievement may be key correlates of child and youth mental health. While curriculum expectations emphasize academic achievement, an investment in supporting positive attitudes and aspirations at school is also warranted.
Identifiants
pubmed: 39387981
doi: 10.1007/s10802-024-01252-3
pii: 10.1007/s10802-024-01252-3
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Subventions
Organisme : Canadian Institutes for Health Research
ID : 173092
Organisme : Canadian Institutes for Health Research
ID : PJT-159462
Organisme : Ontario Ministry of Health and Long-Term Care
ID : 700
Organisme : Garry Hurvitz Centre for Brain and Mental Health
ID : Garry Hurvitz Centre for Brain and Mental Health
Organisme : Leong Centre for Healthy Children, SickKids
ID : Leong Centre for Healthy Children, SickKids
Organisme : Miner's Lamp Innovation Fund in Prevention and Early Detection of Severe Mental Illness, University of Toronto
ID : Miner's Lamp Innovation Fund in Prevention and Early Detection of Severe Mental Illness, University of Toronto
Organisme : Ontario Brain Institute
ID : Ontario Brain Institute
Informations de copyright
© 2024. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
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